SHIFT The Changing Paradigm. Morning Objectives Deepen knowledge of all of the factors impacting...

SHIFT

The Changing Paradigm

Morning Objectives

• Deepen knowledge of all of the factors impacting best practice in education today

• Define the paradigm shift (80/20)

• Lay the foundation for understanding the importance of the critical connection between formative assessment and the instructional process

Essential Questions

• Why is it important to understand all of the factors that provide insight into best practice in the classroom?

• How does knowing these factors help to build effective assessments and improve instruction using the formative process?

Walt Disney VisionWalt Disney Vision

“Times and conditions change so rapidly that we must keep our aim constantly focused on the

future.”

“Times and conditions change so rapidly that we must keep our aim constantly focused on the

future.”

Moore’s LawMoore's law is the observation that over the history of computing hardware, the number of transistors on integrated circuits doubles approximately every two years.

Moore’s LawMoore's law is the observation that over the history of computing hardware, the number of transistors on integrated circuits doubles approximately every two years.

http://www.youtube.com/watch?v=zDZFcDGpL4Uhttp://www.youtube.com/watch?v=zDZFcDGpL4U

Old Paradigm “Sage on the Stage”

• “I teach, You listen.”

• “Here’s your grade. Let’s move on.”

• “Let’s see what you remember about this.”

• 80/20

New Paradigm “Guide on the Side”

• “I facilitate. You problem-solve as a group. There are multiple approaches and multiple answers. Defend your approach.”

• “Here’s the objective and essential question. Let’s develop criteria and then while you work, we will all give each other feedback.”

• “Let’s see how you apply your knowledge to various problems and situations. Then we will discuss”

• 20/80

All of the Stars are Aligned

“Influences on the Educational Paradigm”

• STANDARDS – CCSS, NGSS and other state and national standards

• ASSESSMENT – Daily Formatives, Local CFAs, PARCC, ACT, Benchmarking

• INSTRUCTION - The Formative Process - Research on best practice in successful schools

• 90/90/90 (socio-economic, ethnic, achievement)

• Visible Learning (over 900 meta-analyses)

• Marzano, Reeves, Hattie, Hesse, Ainsworth, Danielson, Popham, Black and Wiliam

• COLLABORATION - Professional Learning Communities and Data Teams

• CONNECTIONS TO INIATIVES

• Rising Star - School Improvement Process (indicators)

• Evaluation using the Danielson Framework, PERA and SB7

The Stars Align

AssessmentsStandards

Instruction

CollaborationCollaboration

The Stars Align

Standards

Goals Objectives

ProficiencyAnchors

“I Can!”

Common Core Standards

Percentages for Reading and WritingPercentages for Reading and Writing

Other ELA Appendix A Highlights

Other ELA Appendix A Highlights

*Writing Arguments

*3 Tiers of Vocabulary Words

*Writing Arguments

*3 Tiers of Vocabulary Words

Other Considerations - Common Core Shifts

Mathematical Practices

www.insidemathematics.org

Other Considerations - Common Core Shifts

The Stars Align

AssessmentsStandards

Instruction

CollaborationCollaboration

The Stars Align

Assessments

Evidence Data

DrivingSummativ

e

Formative

PARCC - http://www.parcconline.org

Smarter Balanced - http://www.smarterbalanced.org

Bloom’s Taxonomy

Webb’s Depth of Knowledge

Hess’ Cognitive Rigor Matrix

“Unwrapping, Deconstructing, Unpacking”……Why do we do it?

- to find the VERBS (skills) and NOUNS (concepts)

- to fully understand what students are expected to KNOW and be able to DO

- to enable teams to assigning a level of BLOOM’s TAXONOMY to the verbs or DOK to the overall task or standard(s)

- to ensure fidelity, high ALIGNMENT and appropriate level of rigor between standards and assessments

- to find the VERBS (skills) and NOUNS (concepts)

- to fully understand what students are expected to KNOW and be able to DO

- to enable teams to assigning a level of BLOOM’s TAXONOMY to the verbs or DOK to the overall task or standard(s)

- to ensure fidelity, high ALIGNMENT and appropriate level of rigor between standards and assessments

The Stars Align

AssessmentsStandards

Instruction

CollaborationCollaboration

The Stars Align

Classroom Practice

Student -

CenteredRtI

DanielsonEngageme

nt

21st Century

Effect SizesIn statistics, an effect size is a measure of the

strength of a phenomenon

Visible Learning over 800 Meta-Analyses focused on achievement

Visible Learning over 800 Meta-Analyses focused on achievement

What is a meta-analysis?

A meta-analysis is a study in which the results of other studies, all published on the same topic, are

combined so as to gain more information regarding the shared area of inquiry. In a meta-analysis, studies are first evaluated as to the

quality of the research, with specific guidelines for inclusion in the larger analysis. Next, data

from the approved studies are combined so that statistical analyses can be run. The advantage of

a meta-analysis is that the larger size of the pooled data lends more evidence to any drawn

conclusions.

What is a meta-analysis?

A meta-analysis is a study in which the results of other studies, all published on the same topic, are

combined so as to gain more information regarding the shared area of inquiry. In a meta-analysis, studies are first evaluated as to the

quality of the research, with specific guidelines for inclusion in the larger analysis. Next, data

from the approved studies are combined so that statistical analyses can be run. The advantage of

a meta-analysis is that the larger size of the pooled data lends more evidence to any drawn

conclusions.

Effect SizesIn statistics, an effect size is a measure of the strength of a phenomenon

Visible Learning A few of the significant findings

Of 150 Influences on Achievement.....

• 1 - Assessment Capable/Student Expectations(ES=1.44)

• 10 - Feedback (ES=.75)

• 14 - Meta-Cognitive Strategies (ES.69)

• 21 - Self-Verbalization and Self-Questioning (ES=.64)

• 24 - Problem-Solving Teaching (ES=.61)

Read “The Formative

Process” article

Read “The Formative

Process” article

Think about the following questions:

*which elements of the process do we do well?

*Which elements can be improved upon?

Turn and Talk

Think about the following questions:

*which elements of the process do we do well?

*Which elements can be improved upon?

Turn and Talk

Other best practice Considerations

21st Century Skills (Marzano)

*Analyzing and Utilizing Information*Accessing Information

*Addressing Complex Problems and Issues*Critical Thinking and Problem-Solving, Imagination

*Creating Patterns and Mental Models*Understanding and Controlling Oneself

*Initiative and Curiosity

*Understanding and Interacting with Others *Collaboration and Adaptability*Effective Oral and Written Communication

The Stars Align

AssessmentsStandards

Classroom Practice

CollaborationCollaboration

The Stars Align

Collaboration

21st Century

PLCs

EvaluationData

Teams

Reflection

Data Teams Process1. Collect and Chart Data

2. Analyze and Prioritize Needs

3. Set, Review and Revise Incremental SMART Goals

4. Select Common Instructional Strategies

5. Determine Results indicators

6. Monitor and Evaluate Results

1. Collect and Chart Data

2. Analyze and Prioritize Needs

3. Set, Review and Revise Incremental SMART Goals

4. Select Common Instructional Strategies

5. Determine Results indicators

6. Monitor and Evaluate Results

Connections to Initiatives -Evaluation

Connections to Initiatives -Evaluation

Highlights

• The Formative Process (student initiated is largest difference between “proficient” and “excellent”)

• Collaboration (PLCs)

• Engagement

• Assessment and Feedback

• Expectations

• Rigor

• Highlights

• The Formative Process

• Collaboration (PLCs)

• Engagement

• Assessment and Feedback

• Expectations

• Rigor

Connections to Initiatives – School Improvement

Connections to Initiatives – School Improvement

Exit Checklist• What major components do you still

need clarification on?

• What specific components would like more details on?

• Please list your 3 biggest “take-aways.”

• What is one thing you plan on changing upon returning to your classroom in the fall?

• Create a graphic organizer for the “Influences on the Modern Paradigm in Education.”

Lunch Time

Afternoon Objectives

• Deepen knowledge of what makes an effective, standards-aligned assessment

• Deepen knowledge of what makes a high quality selected and constructed-response questions

• Deepen knowledge of what makes a high quality scoring guide / rubric

• Solidify connections between standards, assessments, collaboration and the formative process

• Understand the value of performance tasks

Essential Questions• Why is it important to be a critical consumer of assessment

items?

• How does assessment relate to the formative process?

• Why is it imperative to understand the essential steps in writing “well-designed” selected and constructed-response items?

• What are the critical attributes of selected and constructed-response items and how can they be used to gather evidence of proficiency?

• How are scoring guides and constructed response items related?

Why Do Teachers Assess?

• To set educational goals and standards

• To evaluate teaching

• To provide instructional feedback to students

• To grade student achievement

• To evaluate curriculum

• To identify students’ educational needs

Frayer Model Activity

Frayer Model - AssessmentDefinition in your own words Facts/Characteristics

Examples Non-ExamplesAssessment

What’s the Purpose?

“The true purpose of assessment must be, first and foremost, to inform instructional decision making. Otherwise, assessment results are not being used to their maximum potential”

- Ainsworth, L., & Viegut, D. (2006) Common Formative Assessments

FORmative is FOR Learning

• Formative Assessment

• The goal of formative assessment is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context. These are low stakes assessments for students and instructors.

• Examples:• Asking students to submit one or two sentences identifying

the main point of a lecture

• Have students submit an outline for a paper.

• Early course evaluations

SUMmative is the SUM of all Learning

• Summative Assessment

• The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark.

• Examples:• Assigning a grade to a final exam

• Critique of a Senior recital

• University Faculty Course Evaluations

• The outcome of a summative assessment can be used formatively, however, when students or faculty take the results and use them to guide their efforts and activities in subsequent courses

Designing Quality Assessments

• Know your purpose.

• Choose the right type of assessment.

• Gain evidence of student learning.

• Make accurate inferences to guide next steps.

Know Your Purpose!

• The purpose of assessment is to find out what your students know and are able to do with regard to the standards you are teaching.

• The purpose of COMMON FORMATIVE ASSESSMENTS, in particular, is to evaluate your student’s understanding of the PRIORITY standards.

The Critical Question

“What kinds of assessments and assessment items will provide the best evidence as to whether students have

met the singular purpose of proficiency in a standard or portion of a standard?”

The Major Assessment Formats

• Selected Response

• Multiple Choice

• True/False

• Matching

• Fill in the blank (when answers are provided)

• Constructed Response

• Short Answer

• Essay

• Working Problems Out

• Performance Assessment

• Series of Tasks/Activities (typically 1-10 days each)

• Presentations

• Product Creation

What are the reasons FOR and AGAINST selected-

response assessment items?

T-Chart Activity

Selected-Response

Selected-Response Distracters

•Distracters should be plausible

•Distracters should identify common errors or misconceptions

•Distracters should provide valuable information to adjust instruction

•See The Selected-Response Guidelines Document

In Selected-Response, AVOID Negative Question Stems

Which of the following is NOT allowed under the constitution?

•A

•B

•C

•D

“Not” in Constructed-Response is GOOD!

“Not” in Constructed-Response is GOOD!

There are 4 volumes of “Shakespeare’s Complete Works”

on a shelf in the library

they are side-by-side, in order from 1-4 (left to right) with no air space in

between them

Each of the 4 books has the following properties:

*front cover and back cover are 1/8” thick

*Pages in between are exactly 2” thick

A “magical” bookworm comes and bores his way through all 4 volumes from page 1 of the 1st volume to the last page of

the 4th volume

How much space in the books did he bore through?

Why is the answer NOT 8 6/8”?

There are 4 volumes of “Shakespeare’s Complete Works”

on a shelf in the library

they are side-by-side, in order from 1-4 (left to right) with no air space in

between them

Each of the 4 books has the following properties:

*front cover and back cover are 1/8” thick

*Pages in between are exactly 2” thick

A “magical” bookworm comes and bores his way through all 4 volumes from page 1 of the 1st volume to the last page of

the 4th volume

How much space in the books did he bore through?

Why is the answer NOT 8 6/8”?

In Selected-Response, AVOID Unintentional Clues

A pachyderm is an

•A - Parrot

•B - Elephant

•C - Hog

•D - Monkey

In Selected-Response, AVOID Confusingly Constructed Statements or Questions

The difference between 2 numbers is always equal to or less than the larger of both numbers.

•TRUE

•FALSE

Checklist to Evaluate Selected-Response Item Quality

Which research-based guidelines surprises you?

What questions do you have?

Try It!

Use one of the following standards to write one selected-response item that serves as evidence of learning.

•CCSS.ELA-LITERACY.L.4.1.DOrder adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

•CCSS.MATH.CONTENT.1.OA.B.3Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

•CCSS.ELA-LITERACY.RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

What are the reasons FOR and AGAINST

constructed-response assessment items?

T-Chart Activity

Constructed-Response

Checklist to Evaluate Constructed-Response Item

Quality

Which research-based guidelines surprises you?

What questions do you have?

Try It!Use one of the following standards to write one constructed-response item that serves as evidence of learning.

•CCSS.ELA-LITERACY.RI.2.9Compare and contrast the most important points presented by two texts on the same topic.

•CCSS.MATH.CONTENT.5.MD.A.1Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step

•CCSS.ELA-LITERACY.RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic., real world problems.

Creating Scoring Guides and Rubrics

The scoring guide / rubric is a specific set of criteria or critical attributes that describe different levels of proficiency relative to standards and assessments.

Scoring Guide/Rubric Purpose

•Shared PRIOR TO beginning the task

•Contain specific understood by ALL (students, teachers, parents)

•Referred to FREQUENTLY during task completion

•Used to assess completed tasks

•Allow for timely, specific feedback on specific standards

•Empower students to become self-assessors

Two Kinds of Criteria

•Quantitative – NUMBERS (3 verbs, 2 citations)

•Qualitative – LANGUAGE requiring exemplars and modeling (complete, some, neat, identifies the main character)

Two Kinds of FormatsHolistic

Looks at the whole piece of work for overall quality

One score is assigned for the entire product or performance

Analytic

Focuses on individual categories within the product or performance

Each category is scored seperately

3, then 4, then 2, then 1

•(3) Begin with the PROFICIENT level 1st…….This is where the standard “lives”

•(4) This is PROFICIENT PLUS

•(2) Most of PROFICIENT

•(1) Little of PROFICIENT

Inter-Rater Reliability

Homework

1. Return with your best take-away in each of the following categories:

• Standards, Assessment, Instruction

2. Return with one burning question in each of the following categories:

• Standards, Assessment, Instruction

3. Watch the following 3 YouTube videos and answer this question…….What is the educational connection?

• https://www.youtube.com/watch?v=0qX5wcFUV4I

• https://www.youtube.com/watch?v=rrQhL5NuRtc

• https://www.youtube.com/watch?v=tx7Al9vUwfo